This study employed correlational design to examine the Relationship of academic self-efficacy, learning strategies and academic achievement among secondary school students in Zaria, Kaduna state, Nigeria. Towards attaining this major goal, four specific objectives which were translated to research questions and hypotheses were raised and data were collected from 317respondents involving 199 malesand 118 female JSS3 students.Academic achievement test was administered to the students and they also filled Cognitive Learning Strategy Questionnaire structured on a five points fixed response format.The collected data were sorted and analyzed using Pearson product moment correlation at 5% alpha. The result suggests a significant positive relationship between self-efficacy and academic achievement among JSS students,r = .119, p< .05. The result also reveals a significant positive relationship between learning strategies and academic achievement among JSS students,r = .143, p< .05.When predominant learning strategy among JSS3 students was examined, the result suggests that JSS students used rehearsal strategy more than organization and elaboration strategies. Centered on this findings, it was recommended that students should be encouraged by teachers and parents to uphold rehearsallearning strategy or others that suit them and capable of boosting their academic achievements in school.